Directions: You will need to make at least 2 contributions to this page. The goal is that collectively- as a class- you can create a helpful support guide as you move forward in the instructional design process. Part 1 focuses on the first two stages of Roblyer's instructional design model. You will need to refer to pages 15-17 in your textbook for part 1. Part II provides an opportunity to practice restating learned abilities as an external performance. Please place your initials next to each of your entries. (See my example below in the Phase II table)
Part 1: Roblyer's Instructional Design Model (Phases I & II)
Phase 1: Analysis
Product
Product Description
Relevant Vocabulary Defined
Identify Instructional Problems and State Goals
State Standards(TE)
Description of skills students are to master during a particular course/grade level(TE)
Learning environment that is ready to use (KD)
Learning environments created through class websites. (KG)
Learning Environment that allows for easy access of materials and submission of work (DF)
Part II: Restating Learned Abilities as External Performances
Resource pages: 30-35 . On page 31 you will find examples of learned abilities stated as an internal process and external process. In the table below you will need to create your own examples.
Learned Ability Stated as an Internal Process
Learned Ability Stated as External Performance
Knows math facts (KD)
States single digit addition math facts correctly. (KD)
Knows the difference between the past simple and the present perfect (SC)
Identifies sentences as past simple or present perfect (SC)
Understands problem solving techniques (TE)
Selects and uses a problem solving technique to solve a story problem (TE)
Knows sight words (MS)
Recognizes and identifies simple sight words individually and within a sentence (MS)
Knows proper setup for TIG welding Mild Steel (AH)
Demonstrates proper decisions for setup of Polarity,Filler rod, Amps, and Material for TIG welding. (AH)
Knows how a plant cell works (NM)
Produces a model to illustrate the structure and function of a plant cell. (NM)
Understands the difference between situational irony and dramatic irony (ES)
Identifies and explains stories as situational or dramatic irony (ES)
Understands the different methods of solving a quadratic equation (ET)
Demonstrates the procedural method needed to solve the given quadratic equation (ET)
Knows how to find a derivative (SC)
Demonstrates the correct procedural method to take a derivative using the power rule, product rule, quotient rule, and chain rule. (SC)
Knows how to find the area of an irregular shape. (ZR)
Demonstrates the procedure of decomposing shape into rectangles and adding the area of each rectangle to find the total area. (ZR)
Understands how to code an if-else conditional (DR)
Demonstrates how to use an if-else conditional to determine if an integer is greater than, equal to, or less than a second integer.(DR)
Understands the differences between Communism, Socialism, and Nazism (JR) Classifies multiple differences between Communist, Socialist, and Nazi leaders in history (JR)
Understands the importance of eating healthy and getting proper physical activity. (KG)
Chooses to eat healthy and participate in the proper amount of physical activity. (KG)
Deploys context clues and other comprehension "fix-up" strategies to define an unknown word while reading. (SM)
Demostrates comprehension of a text and is able to respond correctly to questions related to unfamiliar terms. (SM)
Knows how to organize thoughts into arguments. (SM)
Creates an a written argument based on class readings. (SM)
Knows that discussion have give and take. (SM)
Able to wait for turn and respond to others in a Socratic seminar. (SM)
Know how to use the Client Assessment plan to create a client website. (AB)
Demonstrate the procedure for quality assurance to create a website. (AB)
Understands how a theme is developed.(DF)
Writes a paper identifying theme with examples of how the author developed that theme.(DF)
Module 1 Wiki Assignment
Directions: You will need to make at least 2 contributions to this page. The goal is that collectively- as a class- you can create a helpful support guide as you move forward in the instructional design process. Part 1 focuses on the first two stages of Roblyer's instructional design model. You will need to refer to pages 15-17 in your textbook for part 1. Part II provides an opportunity to practice restating learned abilities as an external performance. Please place your initials next to each of your entries. (See my example below in the Phase II table)Part 1: Roblyer's Instructional Design Model (Phases I & II)
Phase 1: Analysis
Product
Product Description
Relevant Vocabulary Defined
Bloom's Revised (SM)
What is the order of tasks until completion (MSS)
Phase II: Design, Development, and Implementation
Product
Example of Product on Web
(Include hyperlink)
Quizlet (TE)
Real time instructional feedback tool (CC)
http://answergarden.ch/ (CC)
Results can be downloaded in a spreadsheet. (ZR)
Using Flubaroo
(SM)
My Chapter 9 Quiz using google forms
(SM)
Learning environments created through class websites. (KG)
Learning Environment that allows for easy access of materials and submission of work (DF)
Weebly (KG)
[[@https://classroom.google.com/u/0/h|Google Classroom
]]
Part II: Restating Learned Abilities as External Performances
Resource pages: 30-35 . On page 31 you will find examples of learned abilities stated as an internal process and external process. In the table below you will need to create your own examples.
Learned Ability Stated as an Internal Process
Learned Ability Stated as External Performance